The impact of a micro-learning video on the critical appraisal self-efficacy of evidence-based research

Background

National healthcare decisions are being founded on an overabundance of nonpeer-reviewed data flooding the internet. Nurses must develop the skills to identify valid and trustworthy research for practice implementation.

Aim

The purpose of this study was to evaluate the impact of an educational intervention on rapid critical appraisal of research on undergraduate BSN student nurses’ critical appraisal self-efficacy (CASE) scores.

Methods (including design)

A quantitative, quasi-experimental design was utilized. A convenience sampling of undergraduate BSN nursing students enrolled in a local mid-sized university in British Columbia, Canada. The study used an online survey questionnaire called the New General Self-Efficacy Scale (NGSE) to measure student nurses’ self-efficacy to quickly critique clinical research literature.

Results

Forty-six (n=46) students participated in the study. It demonstrated that a generationally appealing five-minute educational video can increase undergraduate student nurses’ CASE.

Conclusions

Nursing academia is encountering a new generation of undergraduate nursing students never before experienced – iGen (Gen Z). As such, educational methods for teaching the most important step of evidence-based practice (EBP), critical appraisal, requires further research and consideration.